Proficient Teachers Are The Backbone Of An Effective School
Proficient Teachers Are The Backbone Of An Effective School Providing
Proficient teachers are the backbone of an effective school. Providing feedback on observations of proficient teachers allows for their continued professional growth. As a building principal, you must provide support and feedback to proficient teachers as well as to beginning teachers. Allocate at least 2 hours in the field to support this field experience. Coordinate with your principal mentor to schedule and conduct an informal observation of a proficient teacher. The observation should be at least 10 minutes long and focus on the effectiveness of instruction and quality of the instructional environment, as well as anything else that might be on the tool used at your site. If a tool is not used, follow the lead of your principal mentor as to how they record informal observations. Share your written observations with your principal mentor and discuss your findings (inter-rater reliability). Following your observation, collaborate with your principal mentor to conduct a post-observation conference with the teacher and share your positive feedback. Allow the teacher to reflect upon the activities and outcomes that took place during the observation and ask clarifying questions. Use any remaining field experience hours to assist the principal mentor and, provided permission, seek opportunities to observe and/or assist the principal mentor. In words, summarize your experiences collaborating with the principal mentor and providing feedback during the post-observation conference. Incorporate PSEL Standard 6 into your reflection and describe how you will apply what you have learned to your future professional practice. APA format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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The role of a principal is integral to fostering an environment of instructional excellence, particularly through the observation and support of proficient teachers. This field-based experience offers an invaluable opportunity to scrutinize effective teaching practices, provide constructive feedback, and develop leadership skills conducive to professional growth. Engaging in an informal observation of a proficient teacher, focusing on instructional effectiveness and classroom environment, not only enhances understanding of high-quality teaching but also aligns with the Professional Standards for Educational Leaders (PSEL Standard 6), which emphasizes ethical leadership and the importance of fostering professional growth among educators.
During the observation process, it is essential to approach with a growth-oriented mindset, aiming to identify and affirm positive practices that contribute to student learning and engagement. The observation should last a minimum of 10 minutes and focus on key aspects such as instructional strategies, classroom management, student engagement, and the physical and emotional climate of the classroom. According to Marzano (2007), effective observations are systematic and target specific teacher behaviors linked to student achievement. To record these observations reliably, utilizing a formal tool or protocol aligned with the site's standards is crucial; if absent, following the mentor’s method ensures consistency and objectivity.
Sharing the written observation notes with the principal mentor fosters a dialogue about the accuracy and objectivity of perceptions, a process known as inter-rater reliability. This iterative discussion enhances the validity of observational assessments and models professional collaboration. Following the observation and discussion, conducting a post-observation conference with the teacher allows for meaningful dialogue centered on strengths, potential areas for growth, and reflective practices. Framing feedback positively encourages teacher receptivity, which is vital in adult learning (Knight, 2009). Encouraging the teacher to reflect on their own instructional choices promotes reflective practice, a core component of professional growth.
The remaining hours of the field experience should be dedicated to supporting the principal mentor through various tasks, such as assisting with school activities and attending leadership meetings, with permission. These opportunities provide a broader perspective on school operations and leadership challenges, reinforcing the importance of collaborative leadership. Reflecting on these interactions, one realizes that effective principal leadership encompasses mentorship, collaborative problem-solving, and active participation in instructional improvement initiatives.
Incorporating PSEL Standard 6, which emphasizes ethical and culturally responsive leadership, guides the reflective process. Application of this standard involves recognizing the importance of fostering an inclusive environment that values diverse perspectives and promotes equitable teaching practices. As future school leaders, understanding the dynamics of effective instructional leadership enables us to develop strategies for continuous improvement, such as targeted coaching and differentiated support for teachers. These experiences ultimately prepare us to promote a school culture centered on high-quality teaching, ethical practice, and ongoing professional development.
In conclusion, this field experience underscores the vital role of principal leadership in cultivating proficient teaching through observation, feedback, and professional collaboration. By rigorously engaging in these activities, educational leaders can support teacher growth, improve instructional quality, and foster positive school climates. Applying insights from PSEL Standard 6 emphasizes the importance of ethical, culturally responsive leadership, which is essential for sustainable school improvement. Moving forward, these experiences serve as a foundation for developing leadership skills that prioritize continuous learning, reflective practice, and a commitment to educational excellence.
References
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National Policy Board for Educational Administration. (2015). Professional Standards for Educational Leaders (PSEL). Retrieved from https://www.npbea.org/pseal/
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